Bags of Time  Tudor 

 

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Pre-Workshop Information 

 

 

Outline of the Workshop: 

 

This is an evidence-based workshop for KS2  adaptable for Years 3 to 6. In small 
groups children will open and explore the lost luggage of a person from 
Wandsworths past. They will explore the items within the luggage, questioning what 
these items can tell us about that person. Historical resources and supporting 
documents will be used to place the objects in historic and regional context and will 
assist the small groups of pupils in creating a detailed understanding of what their 
characters life might have been like. 

 

The session aims to be pupil-centered by allowing children to reach their own 
conclusions using historical evidence. It gives them the opportunity to be creative 
when thinking about their character and deciding what they will share with the class 
during the plenary. 

 

Each small group will share their findings with the whole class by: 

. reporting their findings and stating their reasons for their conclusions 
. re-enacting the character of the person whose luggage has been found 
. placing when their character would have lived on a timeline, exploring more 
general issues of the time period 


 

Programme Duration: 2 hours 

 

Links with Units of Study: 

 

In support of KS2 National Curriculum the museum has created a session specific 
to the Tudor period. 

. NC Areas: Chronological Understanding. Historical Interpretation, enquiry, 
organisation and communication 
. QCA History Units: Britain and the wider world in Tudor times.10. A study of 
some significant events and individuals, including Tudor monarchs, who 
shaped this period and of the everyday lives of men, women and children 
from different sections of society. 
. QCA Citizenship Units: Living in a diverse world. Childrens rights  human 
rights 



. QCA Geography Units: Investigation into our local area 


 

 

NB: With prior notice this session can be adapted to reflect one of the above units 
of study more heavily than the others to make the session as relevant as possible. 
Please contact us if you think we could relate this session to other elements that 
your pupils are studying in school. 

 

 

Aims and Learning Objectives: 

 

The session will provide children with opportunities to: 

. recognise that the past is represented and interpreted in different ways, and 
to give reasons for this 
. find out about events, people and changes from a range of sources of 
information, such as artefacts and replica artefacts, documents, printed 
sources, pictures and photographs 
. ask and answer questions, and consider information relevant to the focus of 
the enquiry 
. work co-operatively in small groups 
. develop their chronological understanding 
. develop their vocabulary relating to evidence, archaeology, reproductions 


 

What we expect: 

 

. Children will think about their own lives and make comparisons with people 
living in different times and places. 

. Children will enjoy learning about the everyday lives of people who have 
lived in this borough in the past. 

. Children will have an increased awareness about the local area and 
Wandsworth Museum. 

. The Museum team need to have 5 to 10 minutes to set up before the 
session 
. Whilst museum learning staff will run the session, support in the 
classroom is required in order to minimise the risks involved with the 
session items, enforce the schools behaviour policy and ensure 
artefacts are handled appropriately. 
. Your institution will reimburse the museum for the cost of any 
item/items that needs to be replaced due to loss/theft/breakage 
(through inappropriate behaviour) during the programme. 


 


Tudor Wandsworth 

 

During the Tudor period the area now known as the Borough of Wandsworth was 
caught up in the turbulence and change that was spreading throughout England. Its 
proximity to London and position on the River Thames meant that national events 
impacted on local people and places. 

 

At the same time there was continuity from the medieval period as people living in 
small communities continued following traditions based around rural industries and the 
local church. 

 

Wandsworth the Rural Retreat 

 

The influence of London was increasingly felt. The growing city provided local farmers 
with a ready market for their produce. A number of European immigrants who had 
fled to England to escape religious persecution in their own countries settled in 
Wandsworth. Many of them brought their own skills and expertise in trades such as 
fabric dyeing and copper metal fabrication, contributing to the areas industrial growth. 

 

The Wandle River was ideal for the new industries due to its cleanliness and fast flow. 
By the early 1550s Wandsworth had become a notable centre for the textile finishing 
industry. The Thames, a vital link with the capital, supported the traditional local trades 
of fishing and ferrying. 

 

 As London became crowded and unhealthy, wealthy merchants and court officials 
moved away to the surrounding countryside; some settled here in Wandsworth, 
building substantial houses. As a rural area it allowed them to escape from the noise 
and plagues of the city, but it was also close enough for them to return quickly if 
necessary. The accessibility of the Thames also made it attractive. Members of the 
royal court took the ferry up the river to Putney, where Henry VIII kept horses for 
riding in Putney Park. The Wandle Bridge in Wandsworth town was repaired in 1602 
by order of Queen Elizabeth so that the queen herself could travel to Putney and 
beyond by road. 

 

Putney, Wandsworth and Battersea were all popular with merchants and courtiers 
and some families remained in the area for generations. This included the family of 
William Broderick, the Kings Embroiderer, who lived in Wandsworth and the St John 
family in Battersea. 

 

Famous Characters from Tudor Wandsworth 

 

William Brodrick was an embroiderer who lived in Wandsworth. To train as an 
embroiderer, William would have served a seven-year apprenticeship. Apprentices 
were taught a trade by a master craftsman and, in London, were generally aged 14 to 
24. They were paid very little during their apprenticeship, but lived with their master 
and were provided with food and clothing. William succeeded in establishing a 
successful business in the City, becoming embroiderer to King James I. 


By 1605, he had a country house in Wandsworth, probably in the present Putney 
Bridge Road. He had followed a long line of other London citizens and courtiers to 
Wandsworth, where estates had begun to be built up by the early fifteenth century. 

 

Thomas Cromwell was born in Putney in 1485. Son of a fuller or smith, he rose to 
become chief minister to Henry VIII, who later granted him the manor of Wimbledon. 
He is best remembered for carrying out the dissolution of the monasteries. 

 

 

Cromwell was instrumental in promoting Henry VIIIs disastrous marriage to Anne of 
Cleves and, as a result he was charged with treason and beheaded on 29th July 1540. 

 

These courtiers brought their dramas and their problems with them from London to 
Wandsworth. In 1529 Cardinal Wolsey, a disgraced minister of Henry VIII received a 
cheering message and gold ring from the King. He is described as leaping from his 
mule, kneeling on the muddy river bank at Putney and raising his hands with joy! 

 

It is more difficult to understand the lives of ordinary (and normally illiterate) people in 
Tudor Wandsworth but it is possible to get an occasional glimpse of events that 
affected them. Often these were connected with the farming industry. For example, it 
is recorded that dung was brought up from London to Putney and Roehampton in 
large quantities in order to increase the fertility of the fields. The smell was clearly a 
problem since by 1604 a dung wharf had been constructed in the north-east corner to 
ensure that the wind would blow the smell into neighbouring parishes! 

 

 

End of the Tudor Period 

 

By 1603 Wandsworth had become a large village with the substantial houses of the 
minor gentry and merchants mixed with the farmhouses and the smaller houses of the 
craftsmen and labourers. 

 

Growth and prosperity brought their problems. Rapid population growth led to 
overcrowding, especially around the cramped Wandle industries. Throughout the next 
four decades this overcrowding and poor sanitation meant that large numbers of 
people succumbed to the plague. 

 

 

 

 

 

 

 


Pre-Workshop Activity Suggestions 

 

Drama/History 

. Henry VIII had six wives 

Divide the class up into 6 groups and ask each group to research one of his 
wives. They need to find out as much information as possible from the books 
and the internet. Such as why and when did they marry Henry the VIII? What 
country did they come from? What did they do before they became queen? 
What did they look like/what style of cloths would they have worn? What type 
of family did they come from? Why did the marriage end? 

When the research has been completed their will be a press conference. The 
class will act as reporters trying to find as much info as possible about each 
wife from the research group. Each group will take turns pretending to be the 
wife. 

Literacy 

. Rich and poor Tudors 

The gap between rich and poor widened significantly during Tudor times. Life 
was very different depending on your financial status. 

Ask the pupils to complete the table below 

 

Area of 
Tudor Life 

Description 

Rich or 
Poor 

Food 

Ate mainly vegetables, bread and sometimes cheese 

 

 

Ate mainly meat 

 

Drink 

Drank wine or Sherry 

 

 

Drank watery ale, as water was to polluted 

 

Clothing 

Ruffles were very popular 

 

 

Woman wore padded skirts held up with loops and 
bodices 

 

 

Cloths were practical and warm 

 

 

Education was paid for at grammar schools or by 
private tutors 

 

 

There was little or no education 

 

 

Houses were made of brick or stone 

 

 

Houses were made of wood and plaster 

 

 

Inhabitants sat on benches or stools 

 

 

Inhabitants sat on padded chairs 

 

 

Hunting. Fishing, jousting and real tennis 

 



 


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Bags of Time  Tudors 

 

Post Workshop Resource Pack 

 

We very much hope you enjoyed the outreach session and we would be very 
grateful to hear your views on this or other elements of the educational services of 
the museum. If you have any comments or concerns that have not been addressed 
in our evaluation, please contact us at educator@wandsworthmuseum.co.uk. 

 

 

 

This resource pack is designed to support you and your pupils after participation in 
the Bags of Time - Tudor workshop. Wherever possible we have tried to keep 
information relevant to the local area although there may be some artefacts and 
photographs that represent the national context of the time period. 

 

Please note: If you have not yet participated in the workshop, please do not reveal 
the content to the participants as this will lessen the impact of the discovery element 
of the museum workshop. 

 

Please feel free to contact us should you have any further enquiries about the 
content of this pack or time period. 

 

 

 

 

 

 


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Character 1: Travelling Healer 

 

Background information: 

 

Medicine in Tudor times was beginning to be divided into the separate 
disciplines of surgery, pharmacy and general medicine. In many areas 
there had been little development from the Middle Ages but some 
important discoveries were made during this time. The dispensing of 
medicines was often done by an apothecary. Apothecaries varied 
greatly in wealth and social status. Henry VII had his own appointed 
court apothecary but many operated from small shops or houses in 
towns and cities. They would often create their own plant based 
remedies for various ailments and would also sell spices, perfume and 
sweets. 

 

Our character is based on a lower rank itinerant healer. He would have 
travelled the country selling his wares from his pack and he might have 
even ventured abroad to procure more exotic ingredients. He would 
have been consulted by those with too little money to employ a 
physician or surgeon but even his remedies would have been beyond 
the scope of much of the population. Poorer people would have had to 
rely on home remedies or the village wise woman (or man!). Some 
Tudor remedies such as Witch hazel for bruises or cobwebs for wounds 
would have been of some benefit. Others like the famous bezoar stone 
were firmly rooted in superstition. This was a stone like object formed 
from indigestible material retrieved from the stomach of a goat. It was 
thought to cure all known poisons. 

 

 

Clues in the luggage of this character: 

 

 Pestle and Mortar: Used to grind up herbs and spices for use in 
herbal remedies. 

 

 

 

 

Gem Stones: Many Crystals and Stones were thought to have healing 
properties. They might be laid upon the body or ground 
up and ingested. The bag itself has magical markings 
inscribed on its inside. In Tudor times superstition and 


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healing were firmly intertwined and it would be common for a healer to 
attempt magical cures for illnesses. 

 

Herbs and Spices. A travelling healer would concoct their 
own remedies often from natural ingredients. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


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Character 2: Wealthy Woman 

 

Background information: 

 

This character has been based upon Susanna Powell a local Tudor 
woman to whom there is a memorial in All Saints church. The real 
Susanna was married to a gentleman called John Powell who was a 
Yeoman of the guard. Her father also worked at court. We have little 
information regarding Susannas life. Although we do know that she 
was very wealthy and that she left various charitable bequests upon her 
death. Legally, married women could not own property but at her time of 
death Susanna was a widow. Women were generally considered to be 
inferior to their male counterparts but this did not mean that women did 
not have influence. A wealthy woman would have had the responsibility 
of running a large household and many servants. She might well have 
been educated though this would have been at the discretion of her 
family. 

 

 

Clues in the luggage of this character: 

 

Rings Wealthy men and women both wore rings. Rings containing 
precious stones were very expensive and would be worn to show that 
a person was rich. 

 

Rings could also be given to a messenger instead of a 
letter. The person receiving the ring would then know 
for certain whom the message had come from. Seal 
rings would be used to imprint a design into melted 
wax that would then fasten a letter. Once a seal had 
been opened it would be obvious that a letter had been read. 

 

Favour 

This was a piece of material a Tudor woman might 
give to a knight when he was jousting. Jousting was 
only performed by the nobility and was particularly 
popular in the court of Henry VIII. 

 

 

Two knights would ride towards each other with lances and try to knock 
the other off his horse. 


 

A woman giving a knight her favour was often a romantic gesture or at 
the very least a symbol of loyalty and devotion. The strawberry was 
often used as a symbol of marriage. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


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Character 3: Wealthy Man 

 

Background information: 

 

This character is based upon the real life Robert Holgate who was Arch 
Bishop of York under Henry VIII. Originally a Catholic it is thought 
Robert Holgate was a protg of Thomas Cromwell. In order to prove 
his new found Protestantism Holgate, (then 68), took a wife. This was in 
1550; a year after the Act of Parliament that removed the condition of 
Celibacy in the clergy was passed. This did not serve Robert well; 
under Mary I he was arrested, taken to the tower and stripped of his 
title. He was later released after paying 1000 to the crown but he died 
a year later in 1555. 

 

Clues in the luggage of this character: 

 

Meat was an important part of the Tudor diet. 

Rich people would eat a lot of meat but not many 
vegetables. They believed that vegetables were only for 
poor people. This meant that many people in England 
suffered from health problems because a lack of 
vegetables meant their bones did not grow properly. 

There were no refrigerators to keep meat fresh so it would often be 
nearly rotten when people were eating it! Salt and spices would be used 
to preserve meat and try to improve the taste. 

 

Writing 

Not everyone learnt to read and write in Tudor times. Most people 
would be illiterate. Education was for the more 
comfortably off. Grammar schools were established 
during this period but they were only open to males. 
Occasionally girls were given an education (for 
example Queen Elizabeth 1st was known for her 
learning). But this would be at the discretion of her 
family 

 

 

 


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Sundial Shepherds Stick 

This object is another clue to our characters wealth. 

 

This sundial was called a Shepards stick 
sundial and was used for telling the time. 
Pocket watches were invented in Tudor times 
but some people would have clung to the more 
traditional way of using the sun to tell the time. 

 

The dial is marked with different hours of the 
day along its side and the different months of 
the year along the bottom. The silver gnomon 
would be placed over the correct month's initial 
at the base and then turned so that it faces the sun directly and a 
shadow falls vertically. 

The length of the shadow is plotted between the hour lines and traced 
back to where the hours are marked. As the dial works by plotting the 
rise and fall of the sun, so each hour represents either the morning or 
the afternoon. The morning hours are to the left. 

 

 

 

 

 

 

 

 

 

 

 

 


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Character 4: School Boy 

 

Background information: 

 

This character is based upon one of Putneys most famous residents, 
Thomas Cromwell. Born to a working man, Thomass rise through the 
ranks of Tudor society, eventually becoming one of Henry VIIIs most 
trusted (and wealthy) courtiers, is astonishing. Eventually he would be 
executed, after blame for Henrys disastrous marriage to Anne of 
Cleves fell at his door. 

 

Prior to all this he was a schoolboy in Putney. We know he left home in 
his early teens due to some sort of upset, either he quarrelled with his 
father who was a known troublemaker, or he was himself in trouble 
(Guy, 1988, p.155) and travelled to France. There is speculation that his 
childhood was a turbulent one. He once referred to himself as being a 
ruffian in his youth. We do know that Thomas received an education 
and spoke various languages. 

 

 

Schools in Tudor times were only for boys and only for the wealthy. The 
very rich would have had private tutors but it is likely that Thomas went 
to a grammar school. He would have been expected to attend such a 
school from dawn to dusk 6 days a week. The main subjects were Latin, 

Arithmetic, Divinity(RS) and English Literature. Learning would most 
commonly be by rote (repeating something until it is remembered) and 
discipline was harsh, with birching and whipping common. 

 

 

Clues in the luggage of this character: 

 

Horn book 

This was used to help pupils learn important things. 
The one in our luggage has the alphabet on one 
side and the Lords Prayer on the other. 

 

 

 

 

 


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Wooden Toys 

Tudor toys would most commonly be made from 
wood. The toy on the right is called a string mill, it 
turns when the string is pulled. The one on the left 
is called a Lenten rattle. The noise it makes was 
often used in puppet shows. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


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Character 5- Poor Man 

 

It is difficult to obtain data about the poorer sections of society during 
this time. There are few written records that contain information about 
the daily lives of the lower strata of society. Our character is based 
upon the little information we have about the lives of the poor within 
Tudor England. About two fifths of the population were thought to be on 
the margins of subsistence, surviving through multiple occupations, 
seasonal work and cottage industries. Below people of this social 
standing were the vagrants or beggars who needed to obtain a licence 
to beg and were seen as criminal and widely despised. 

 

Since our character lived in Wandsworth he might have worked in the 
mills that drew their power from the River Wandle. Alternatively he 
might have worked as an agricultural labourer or been employed as a 
lower order of servant. His standard of living would have varied greatly 
from that of his master in areas such as diet, clothing and 
accommodation. He may however have benefited from having a diet 

that was richer in terms of vitamins, as vegetables were seen as the 
preserve of the poor and so infrequently eaten by the wealthy. During 
the Tudor period the rich got richer (giving rise to the idea of this time as 
a golden age) but the gap between the lifestyles of the rich and poor 
widened. 

 

Clues in the luggage of this character 

 

Purple carrot: Carrots in Tudor times were normally purple! 

Orange carrots did not become popular in 
England until after the Tudor period. 

They also did not have potatoes as these 
had only just been discovered in Tudor 
times. 

 

Poor people would have eaten lots of 
vegetables as they could not afford much 
meat. Bread would also have been an 
important part of their diet. Vegetables 
would often be eaten in a stew called potage with oats added to give it 
thickness and any herbs and meat bones that were available. 


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Reed light holder: The poorest Tudors could not afford 
to buy candles at all so they made them out of reeds. 
Reeds were dipped in a pan of melted cooking fat and 
then left to dry. They were then lit but would have 
produced a very dim, flickering light. As they were 
covered in melted grease they would have smelt 
unpleasant. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Post Workshop Activity Suggestions 

 

 

Below are a number of suggested classroom activities to assist in extending the 
learning in this session. Please find attached the related worksheets. 

 

English /DT/Science 

Imagine you are on board a ship travelling uncharted seas. How would travelling 
back then have differed to today (talk about the use of different navigational 
equipment such as astrolabe and compass). Tudors would have used complicated 
mathematics and specialist knowledge rather than the use of global positioning 
systems that we use today. 

Tudor Job Description 

Write a job description about one of the Tudor characters that had been 
investigated in the workshop? Include their age, what they might wear, what they do 
every day, how much they would be paid? What kind of skills or qualitys they might 
need for their job? What kind of character might they have had? Perhaps the pupils 
could draw a picture of what they might have looked like. 

English / Drama / Art and Design 

A result of discovering the new world during this period was the introduction of 
exciting new items into Europe such as the tomato ( known as the love apple), the 
potato and tobacco. 

Set up the classroom to resemble a Tudor market, the children will become 
merchants and attempt to deliver different sales pitches for their new products. 

This pitch would be different depending on the class of people to which you were 
selling the product 

 Divide the class into discussion partners 

 Allow five minutes for pupils to prepare their pitch 

 Take turns to listen to each pair as they tell the rest of the class why they should 
buy their goods or services 

Alternatively design a poster advertising the new exotic item. 

 

 


New Food Introduced to England in Tudor Times 

Food 

Origin 

When? 
(estimate) 

Kidney Beans 

Peru 

1490s 

Tomato (Love 
apple) 

Mexico 

1590 

Potato 

South America 
(Peru) 

1580s 

Turkey 

North America 

 

Vanilla 

Mexico 

1520s 

Pineapple 

Brazil / Paraguay 

1490s 

Chilli Peppers 

Central/South 

America 

1490s 

Red Peppers 

Central/South 

America 

1490s 

Pumpkin 

North America 

1490s 

Cayenne 
Pepper 

The Americas 

1400s 

Avocado 

Mexico 

1520s 

Peanuts 

Peru / Bolivia / 
PARAGUAY 

1400S 

Corn 

Mexico 

1500s 

Chocolate 

Central/ South 
America 

1500s 



 

History / PSHE 

Examine your lunch box or what you ate for dinner last night and then work out what 
would not have existed in Tudor times. What would there be left to eat? What 
would Tudors have substituted for what we eat now (for example, lack of clean 
drinking water meant they would be likely to drink weak beer). 

Discuss what food is the same as in Tudor times and what wouldnt have been 
available such as processed food, frozen food, sweets, etc (sugar was available 
but expensive), also remember it would be impossible to eat strawberries in 
December! 


See the worksheet below for a sample Tudor menu. Compare and contrast the diet 
of rich and p 

A 

TUDOR MENU 

 


Menu for a wealthy Tudor 

 

. Manchet (fine white bread). Roast 
beef. 


 

. Roast beef, Eel pie, Sausage, pike 
with a 'high Dutch sauce' stewed 
carp, roasted blackbirds, larks, 
woodcock and partridge. Salat (A 
Seasonal vegetable). Wine or mead 
(an alcoholic drink made with honey). 


 

. Mutton and Manchet. Wine or ale 


 

 

Menu for a Tudor Peasant 

 

. Potage (Porridge made with 
vegetables, peas or beans and 
water or milk). Small Ale. 


 

. Black bread (made with rye), dried 
apple, small ale, (perhaps a small 
lump of cheese). 


 

. Potage, Small chunk of bacon, 
Small ale.



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History / Maths Worksheet: Cut out the squares. Mix up and use as a matching game 

Monarch 

Portrait 

Dates 

Henry VII 


 

 

 

1485 - 1509 

Henry VIII 


 

1509 - 1547 

Edward VI 


 

1547 - 1553 

Jane Grey 


 

July 1553 

Mary I 


 

1553 - 1558 




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Elizabeth I 


 

1558 - 1603 



 

 

Art/History Worksheet: Portrait analysis. 

 

Study the portraits of Elizabeth the First and highlight the symbols and their meanings. 
Students can think about how they would like to be represented in a portrait. What symbols 
could be used to represent them? Now pupils can draw their own version of a Tudor portrait. 

 

Symbol 


What portrait is 
it used in? 


What does it mean? 


The Globe 


The Armada Portrait 


Power over the world 


A Sieve 


The Sieve Portrait 


Purity and perfection 


An Ermine 


The Ermine Portrait 


Purity and nobility 


A Snake 


The Rainbow 
Portrait 


Wisdom and Knowledge 


A Rainbow 


The Rainbow 
Portrait 


Peace and Happiness 


Eyes and 
Ears 


The Rainbow 
Portrait 


She can see and hear everything her 
subjects do. 


Moons and 
pearls 


The Rainbow 
portrait. The 
Armada Portrait 


Wisdom and 
purity
. (Relating to 
Elizabeth as Diana 
 
classical goddess 
of the moon) 




 


 

 

 

 

 

 

 

 

(From left to right: Sieve portrait, Ermine portrait, Armada portrait, Rainbow 
portrait) 

 

 


 

Further Resources: 

 

General Tudor resources: 

www.bbc.co.uk/history/british/tudors/ 
Part of the extensive BBC History website. Links to many articles, divided into categories: 
Henry VIII and the Reformation, Mary Rose, Elizabeth I, Shakespeare, daily life, the age of 
exploration, art and architecture. http://www.tudorbritain.org/ww.tudorbritain.org 
Educational website produced by the National Archives and the Victoria & Albert Museum. 
After an interactive exploration of the court of Henry VIII, you can examine Tudor life, trade, 
religion and fun. There is also a great 'Joust!' game. www.tudorhistory.org/ 
Provides an extensive overview of the Tudor period, including people, architecture and daily 
life. 

http://www.goldenhind.co.uk/education-centre.php 

Looks at Tudor Exploration and Frances Drake. 

http://www.npg.org.uk/learning/digital/sen/explore-elizabeth-i.php 

The National portrait gallery website is a good resource and contains an in depth exploration 
of Tudor portraiture for SEN student. 

 

 


